Bachelor of Education Arts & Science

Permanent URI for this collectionhttp://192.168.4.170:4000/handle/20.500.12342/189

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    The Sources of Environmental Information Among Students A Case Study of CTIE Students
    (Tangaza University College, 2003) Machaya, Trust
    There is a great need to educate everyone in the care of all created things, big, small, ugly and beautiful, useful and ornamental (WAJ1BU, VoI5, No.4 1990). This is what is embodied in the conservation of resources. In 1898, the concept of resource conservation was introduced. It confirmed that people are the problem in the environmental crises: people can also become the solution. However, what is necessary is that, people be made aware of environmental issues affecting them in their local, national, regional and global surroundings Factual information on environmental problem is now very accessible in the mass media and is included in the formal educational curriculum of many nations. Thus, the international organizations such as the International Fund for Agricultural Development, the United Nations Development Programme, the World Wildlife Fund and the World Bank are all making environmental awareness more central to their programs. Nevertheless, how many of these sources about environmental information have reached students? This is the hub of this study; to find out the sources of environmental information among CTIE students.
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    Approaches to Classroom Reinforcement of Students at Lang'ata High School, Nairobi
    (Tangaza University College/Saint Mary university of Minnesota(Nairobi Campus), 2006-05) Adindu, Andrew
    This Research focused on Approaches to Classroom Reinforcement of Students at Lang'ata I ugh School. The sample groups were the head teacher, teachers and students of Langlata I ligh School. The instruments used to elicit data were questionnaires, intervieW guide and observation guide. The following questions guided the study: I low do teachers create or use verbal reinforcement in the classroom? 2. I low do teachers use Non-verbal reinforcement in the classroom? 3. How do teachers use token reintbrcement approach to reinforce students in the classrooms.' 4. What are the effects of verbal, non-verbal and token reinforcement on students in the classroom? The result of the research show that verbal reinforcement is key to learning at Langiata High School. Also, the research shows that teachers use non-verbal and token approaches of reinforcement on their students, to help them learn and pert Orm well in examination In order to improve or reinforce learning, teachers must make a very conscious effort at reinforcing students using verbal, non-verbal and token reinforcers or rewards. Teachers must take personal interest in their students and learn to listen to them encourage them and praise them for giving correct answer, response or doing something impressive.